Reports extensive observations of a whole language program in two first grade classrooms that support whole language instruction. Outlines the advantages and disadvantages of the approach for both students and teachers. (FL)

Describes the Group Comprehension Matrix and the Individual Comprehension Matrix, assessment instruments that teachers can use to help them make student placement decisions. (FL)

Argues that researchers and practitioners largely view reading in terms of a "storage and conduit metaphor." Examines the metaphor and explains why it is necessary for the profession to move beyond it. (FL)

Describes a model that can be used to integrate computers into the language arts curriculum. (FL)

Argues that music and singing readily fit the needs of the whole language approach to reading instruction. Provides a five-step method for using music to teach reading. (FL)

Describes resources in the ERIC database that can help teachers use literature in the reading program. (FL)

Concludes that the instrument reviewed is a carefully designed test incorporating a new interpretation of standardization and improved definitions of traditional reading levels. (FL)

Describes various activities designed for use in the reading classroom, including (1) cooperative learning activities; (2) reading and writing activities; (3) ways to improve comprehension; and (4) ways to encourage independent reading. (FL)

Describes the growing concern about the importance of teaching ethics in American schools. Advocates the return of literature to the classroom to help teach critical thinking and ethics. (ARH)

Provides guidelines to help reading professionals in administrative positions develop an awareness of conflict, become sensitive to situations that typically cause conflict, and begin to learn effective management strategies. (ARH)

Suggests that retelling a story or expository text can help less proficient readers improve their reading comprehension. Provides guidelines for the use of retelling in the classroom. (ARH)

Suggests that parents who understand how written language development resembles oral language development are more willing to accept whole language instruction. Offers teachers suggestions on how to convince parents of this similarity. (ARH)

Describes the "ALERT" procedure, whereby teachers may combine the language experience approach with the use of radio, television, newspaper, and magazine advertisements in a strategy that is useful for developing critical thinking skills, even in very young students. (ARH)

Introduces three reading guides for helping upper elementary students comprehend informational text: the point of view reading guide, the reading road map, and the interactive reading guide. Presents examples of each type of guide along with recommendations for development and use of reading guides in the classroom. (ARH)

Stresses the importance of parental involvement in children's education. Describes a successful parent-student study-skills workshop, and discusses several common barriers to parents' participation in workshops along with suggested solutions. (ARH)